Corina Rose Monroe

9 Types of Accommodations and Modifications

1. Quantity (accommodation or modification)
a. Reduce the number of questions or problems the learner has to do.
b. Allow the student to complete assignments in chunks over time, so they
are not overwhelmed with the amount of work they will have to do.
c. Change the amount of information taught to the learner at one time.
2. Input (accommodation)
a. Teach lessons that will appeal to all 3 learning styles (visual, auditory, and
kinesthetic).
b. Change the way directions are given to the students.
c. Provide a variety of activities that will be meaningful to all of you
students.
3. Participation (accommodation)
a. Adapt the level of participation required during class.
b. Have student participate in whatever way they are capable of
contributing (doing simple tasks that will be helpful for the rest of the
class).
c. Provide opportunities for the student to participate effectively in the
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classroom.
Time (accommodation)
a. Allow more time for students to complete assignments.
b. Allow more time for assessments to be taken.
c. Help the student complete things on time by creating a timeline for them
that breaks down assignments into smaller parts.
Difficulty (accommodation or modification)
a. Simplify directions for the student so they are easier to understand.
b. Allow students to use tools that will make assignments easier (such as a
calculator or speech-to-text device)
c. Adapt the difficulty of problems and skills that they are required to
complete.
Alternate Goals (modification)
a. Alter the curriculum to meet the students ability level.
b. Change the goals and objectives for the student from those set for the
rest of the class.
c. Find curriculum to substitute with the standard curriculum so the
student can be successful in your class.
Level of Support (accommodation)

a. Allow the learner to work with a peer on assignments or tests.

b. Increase the amount of assistance provided to the student throughout
the day.
c. Have the student work with another child from a higher grade level to
help tutor them when they have difficulty understanding a concept.
8. Output (accommodation)
a. Allow the student to show their learning in various ways such as projects,
reports, essays, or demonstrations.
b. Let the student explain their way of thinking instead of simply looking for
the correct answer.
c. Allow students to respond to questions through written responses or
verbal responses.
9. Substitute curriculum (modification)
a. Provide the student with different instructional materials.
b. Teach the student based on the goals/objectives outlined for them in
their IEP.
c. Give the student an alternate assignment in the subject you are teaching.